**5.3 Mathematical assets**

The mathematical knowledge and experiences that children and their families bring have historically not been valued in school mathematics classrooms [92]. Yet, we know that there is rich mathematics happening at home and in communities [93], even though it may be implicit and harder to recognize [94]. In our work with educators and families, we begin to unpack the many ways we use mathematics in our daily lives and uncover how we can leverage these experiences to support children's learning. Families and educators asked for easy and accessible ways to incorporate math into their daily

#### *It All Adds Up: Connecting Home and School through Family Math DOI: http://dx.doi.org/10.5772/intechopen.112714*

activities and conversations. Families were often surprised by how easy this could be and how much math could be found in their regular routines. Capitalizing on this, we identified common routines that families could "mathematize" easily, such as counting plates and forks while setting the table, sorting laundry, and comparing and contrasting the size and shape of common objects. By pointing out the math concepts embedded in these routines, families said that they suddenly "saw the math all around them."

#### **5.4 Families and teachers as partners**

A key component of creating an equitable learning community is for families and teachers to see each other as equal partners who are committed to helping children succeed developmentally, socially, and academically. Unfortunately, during our sessions, we address the core beliefs about family engagement and look for ways to create effective and respectful partnerships between families and teachers [95].

#### **5.5 Improving family partnerships**

Educators and families alike share the goal of wanting children to succeed developmentally, socially, and academically. However, to support family engagement, and especially for a family math learning community to be successful, stakeholders must find the right mix of strategies that will empower and engage families, while being sustainable for schools and other community educators. Everyone involved should be committed to continuous improvement and to adapting and revising plans while keeping a clear focus on the overall mission. By engaging young children with developmentally appropriate mathematics experiences and providing family math opportunities, teachers and educators can support families to build a firm foundation for their children's later academic success and contribute to addressing inequity in children's long-term educational outcomes.
